AD(H)D You all know what AD(H) D is...however, model relates to executive functioning disorder of frontal lobe leading to symptoms such as lack of attention, distractibility, hyperactivity/restlessness and impulsivity, or poor time-keeping
ADD lacks the hyperactive component
Diagnosed by psychiatrist-observation and self report linked to report of symptoms
Treatment-Ritalin/Concerta (Methylphenidate) or antidepressant (Atomoxetine)

AD(H) D contd... Co-presenting conditions-depression, anxiety, mood disorder, bipolar or borderline personality disorder
Appears to be hereditary and often co-presents with SpLds
Behaviours caused can be extreme-overspending, overeating, gambling, driving offences, addiction, criminal conviction and sexual addiction
High proportion of divorce and family estrangement
Young adults often overlooked in the transition from child to adult care pathways, or told they are not eligible for medication
CBT and counselling also recommended, also mindfulness

AD(H)D and HE BDA conference presentation (2008)-AD(H) D students hardest group to engage and retain, even with support in place
Females affected a little differently
Key areas of difficulty are retention and progression, likewise employability
AD(H)D individuals often intelligent (43% IQ of 120 or over but do not meet potential
Based on practitioner experience as Dyslexia Coordinator: agree with all of the above!

Impact on the Individual Despite undoubted creative gifts conferred by ADHD, individuals often have low self-esteem
History of self-blame and being judged for behaviours and not being able to control them
Labile moods and perseverance mean up and down and fixate on things: VERY INTENSE
Relative emotional immaturity (30% behind peers) means friendships/relationships suffer
They really mean to do it...it just doesn’t happen

AD(H) D and the Degree... AD(H) D executive functioning antithetical to the demands of Higher Education
Transition to unstructured social environment; new codes and norms and difficulty adjusting
Expectation of independent engagement such as timetabled lectures and scheduled hand in for work
Boredom with study where this is unsupervised or self-directed
Group and social interaction can be an issue

Social Environment Inappropriate comments in class can be misinterpreted by tutors and peers (verbal aggression/sexual remarks)
Impulsive behaviour can lead to discipline or inclusion issues in academic/social settings
Impulsive spending in effort to self-stimulate or feel included can lead to money trouble
Alienation of peers in halls or class, leads to poor attendance
Group work-exclusion by other students

Engagement... Attending lectures where there is attendance monitoring, as often oversleep
Missed hand-ins and incurred penalties due to poor time-keeping
Not knowing who to contact for advice or support as they never make contact due to the above
Not knowing how to find lectures
Failing to get evidence for extenuating circumstances and losing out more
Not taking medication to assist which compounds other issues
Either lose good-will or no-one knows they are there until there is a crisis

Academic Assignments Procrastination is the thief of academic success
Last minute production of assignments and late hand-in can make individuals stressed
Academic penalties can be incurred
Exams may be preferred as they are shorter and create pressure
Revision and behaviour issues can arise (don’t do enough or disrupt other students)

Group Work Lack of awareness from other students as to reason for alienating behaviour
Inappropriately gauged interactions (excessive talking, questioning etc or taking over
How situation is managed by academic staff-awareness as to how this feels for everyone
Impact on learning experience can lead to isolation or even exclusion
Modified/alternative provision may be needed

How to manage complex issues Flexible provision which takes AD(H)D issues into account
Encourage accessing support from DSA if you can
Close communication, as appropriate, with other agencies/families/services
AD(H) D awareness and training for staff and students, as well as individuals
Referral for diagnosis/medication when needed
Supporting intention wherever possible!
Be patient and separate the individual from the behaviour (this can be really hard)
Creative problem solving can help